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Competency E8 Demonstrate an understanding of how the organizing principle of evolution by natural selection explains the diversity of life on earth. Learning objective 1: Explain how genomic variability and mutation contribute to the success of populations. Learning objective 2: Explain how evolutionary mechanisms contribute to change in gene frequencies in populations and to reproductive isolation.

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Development of competency-based modules for undergraduate life science courses Piloting of modules HHMI on-line resource bank for implementing competency-based life science courses at other institutions Goals of the NEXUS project

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Linking the Physical and Biological Sciences in the Undergraduate Biology Curriculum: A Redesigned Introductory Physics Course for Biology Students

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Build on an existing, reformed physics class that already stresses competency building (but lacks a strong focus on interdisciplinarity) Strengthen interdisciplinarity by –Requiring calculus, introductory biology, and introductory chemistry as pre-requisites –Negotiating course content with biologists and chemists Help students see physics as a way of –Strengthening general scientific competencies –Gaining a deeper understanding of biological phenomena Creating a new physics sequence

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Course structure A wikibook for student readingswikibook – Students read 2-3 webpages before each class and write a brief summary and question for each. Homework and recitation problems that do physics skill development in biological contexts – How big is a worm? How big is a worm? – Moving listeria Moving listeria In-class clicker (peer instruction) problemsclicker (peer instruction) problems

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Assessment plan Do they still learn physics? – Force and Motion Conceptual Evaluation (FMCE) Do they have a greater appreciation for the interdisciplinary nature of modern biology? – MPEX2 Interdisciplinary Cluster Does their understanding of physics help them make better sense of biological phenomena? – Rubric-graded student artifacts that are indicators of specific scientific competencies

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1 – 2 – 1 Purdue Curriculum for Life Science Students Competency-based, biochemically-focused chemistry curriculum for premedical and life science students

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Motivations and Rationale Driving Curricular Change Traditional general chemistry and organic chemistry courses were not serving the needs and interests of life science students –- e.g., the organic chemistry was focused on transforming students into synthetic organic chemists rather than preparing them for biochemistry Desire to have students take biochemistry immediately after organic chemistry to prepare them for advanced study in biology/biochemistry and undergraduate research.

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Biochemistry Competency Competency E5: Demonstrate knowledge of how biomolecules contribute to the structure and function of cells. Learning Outcome 1: Demonstrate knowledge of the structure, biosynthesis, and degradation of biological macromolecules. Learning Outcome 2: Demonstrate knowledge of the principles of chemical thermodynamics and kinetics that drive biological processes in the context of space (i.e., compartmentation) and time: enzyme-catalyzed reactions and metabolic pathways, regulation, integration, and the chemical logic of sequential reaction steps.

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Does CHM109 Effectively Prepare Students for Success in Organic Chemistry? Data demonstrate no significant difference between performance in organic chemistry for those that took CHM 109 or the traditional two semester sequence.

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Teaching and Assessing the SFFP Competencies for Preparing Scientists and Health Professionals

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Advanced Program for Integrated Science and Math (PRISM) the Honors Program in Medicine (HPM) 90% of undergraduate science majors are pre- medical unique collaboration among basic science and medical school faculty An Ideal Setting for NEXUS:

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Competency achieved by PRISM students will be greater than that achieved by traditional pre-medical students and HPM students with matching SAT scores. Three experimental groups Pre- and post-surveys, focus groups, course performance, and MCAT scores Hypothesis and Study Design:

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Case studies – reinforce concepts learned – relate concepts they learn to real world situations Students – appreciate the integration of the sciences – like how they are challenged to think critically – feel that clarity and organization of case studies need improvement – think some questions are too vague and the required math is too difficult Student Feedback

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Able to answer all case study questions Rated case studies highly and felt they were effective in integrating the sciences and math – Integration similar to MCAT passages Took between 1 and 10 hours to complete a case study Suggestions – More background information – Some questions need better clarification or additional pointers Student Experts

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Faculty commitment is difficult due to other obligations and responsibilities. Case study implementation is constrained by limited class time. Challenges

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Improving integration of case studies into curriculum Better preparation of case study facilitators Focus groups for students, case study facilitators, and faculty New case studies with physics under development Summative evaluation – comparison of MCAT scores across the three experimental groups to quantitate student learning and competency In Progress and Future Steps

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Dissemination Faculty from each institution will visit other institutions to assist in initial implementation of modules. We will adopt and adapt modules from partner institutions. Chemistry Math Physics Case Studies Biology

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Discussion Questions 1.What is a competency? 2.What are the external incentives for developing a competency-based curriculum? 3.How does a competency-based curriculum differ from what is already in place at your institution? 4.What are the opportunities and challenges of implementing a competency-based curriculum? 5.How might learner competency best be assessed?

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PCAST Engage to Excel (2012) proposed strategies to increase STEM college graduates. Improve first two years of undergraduate STEM education Adoption of evidence- based teaching practices Lab course with authentic research Diversify pathways to STEM careers

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